Download HOW TO TEACH COMMUNICATION SKILLS IN MEDICINE

HOW TO TEACH COMMUNICATION SKILLS IN
MEDICINE
Department of Medical Humanities
School of Medicine
University of Split
Communication
between doctors
and patients
changed over time:
Medical
paternalism
physicians
dominated patients
Collaborative
relationship
equal doctor patient relationship
COMMUNICATION SKILLS
Good communication of
physicians and all
other members of the
medical team are an
important part of
quality health care
According to today’s standards physicians are
required to have excellent:
• knowledge
• communication skills
• examination skills
• problem-solving skills
Communication turns theory into practice, a
way to communicate is as important as what is
being told to the patient
Methods of teaching communication skills
include:
• Learning the actual skills (observation and
evaluation)
• Work on attitudes
• Cognitive learning (theory)
It is necessary
to educate
both
STUDENTS
and
TEACHERS
EDUCATION
• Facilitators (teachers)
need help define what
to teach and how to
teach
• Those who
learn(students, doctors)
have to understand
what to learn and how
to learn
Different approaches to the development of
training programs in communication skills
Evidence based approach
Skills based approach
• The exact choice of
• When one learns the
communication skills
skills through
that need to be a
education more
part of the training
specific
and lead to changes
communication
in clinical practice
issues and
challenges can be
attempted
• Education should include teaching of:
- Skills
- Attitudes,
- problems encountered in real life clinical
practice
Education throughout at all levels
• Use the same principles of
learning and teaching and
teach the core skills at all
levels
• Continuous program on
all years of study
• Patient oriented approach
TYPES OF COMMUNICATION SKILLS
SKILLS related to content - what?
(scientific professionals communicate through
questions and answers, information seeking)
PROCESS skills - how?
(verbal and non-verbal communication with the
patient)
PERCEPTUAL skills – what do they think and feel?
(skills, attitudes, awareness)
CONCLUSION
• Processing, perceptual and conceptual skills
must be integrated into the curriculum
because when they are taught separately
conflicts emerge and the maximum of
compliance and efficiency in patient care is
not achieved!